Running and Reading (The Key to Life)

“For me, running is both exercise and a metaphor. Running day after day, piling up the races, bit by bit I raise the bar, and by clearing each level I elevate myself. At least that’s why I’ve put in the effort day after day: to raise my own level. I’m no great runner, by any means. I’m at an ordinary – or perhaps more like mediocre – level. But that’s not the point. The point is whether or not I improved over yesterday. In long-distance running the only opponent you have to beat is yourself, the way you used to be.”

These are the words of Haruki Murakami in What I Talk About When I Talk About Running, the brief but hugely revealing insight into his life as a writer and a runner, and I was reminded of them yesterday when I came upon this Will Smith video being referenced by a few of my friends on Twitter. I love the message it sends out to young people and I think it would make a great start to a school assembly or health and wellbeing lesson.

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Painting the Bigger Picture

A decision this week by one of Scotland’s 32 local authorities to delay the introduction of new national qualifications has re-ignited the debate over the implementation of the revised curriculum guidelines, and raises a number of important issues. With one media commentator referring to the aforementioned council as a ‘flagship authority’ (one wonders in what sense an authority which is, by its own admission, unprepared for changes it has known about for at least two years can be described as a ‘flagship authority’), you have to ask yourself whether those in the mainstream media have really made an effort to understand the extent of the changes, or whether they are happy to perpetuate the simple notion that successful educational outcomes and good exam results are one and the same thing. This kind of conservatism is disappointing, though hardly surprising, but increasing resistance from some within the secondary sector begs the more serious question of whether real change and ‘joined-up learning’ can actually be achieved in our secondary schools within the restricting constraints of timetables which send young people on a daily tour of subject departments.

Big History Naked from bgC3 on Vimeo.

This question was uppermost in my mind again today when a friend on Twitter directed me to the Big History Project, a scheme described as ‘an attempt to understand, in a unified way, the history of Cosmos, Earth, Life and Humanity’, initiated by the Anglo-American historian Dr David Christian and supported by Bill Gates. I suppose it may be asking too much that all our young people leave school with a complete understanding of life and the history of the universe, but wouldn’t it be good if we were able to give them more of the bigger picture than a few random pieces of the jigsaw?